Introduction

Education Act 1989, Sections 75 and 76

Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school’s board has complete discretion to control the management of the school as it thinks fit.

s.76 Principals –

(1) A school’s principal is the board’s chief executive in relation to the school’s control and management.

(2) Except to the extent that any enactment or the general law of New Zealand provides otherwise, the principal –

Shall comply with the board’s general policy directions; and

Subject to paragraph (a) of this subsection, has complete discretion to manage as the principal thinks fit the school’s day to day administration.

Governance

The Kaikohe East School board emphasises strategic leadership rather than administrative detail, has a clear distinction between board and staff roles, concentrates on the future rather than the past or present, and is pro-active rather than reactive.

Management

The board delegates all authority and accountability for the day-to-day operational organisation of the school to the principal.

The School and its Community

Kaikohe East School is a contributing school with a roll of approximately 210, of which approximately 98% are Maori. Kaikohe East School teaches children from Year 0 to Year 6. All students are taught the New Zealand National Curriculum.

The school provides high quality educational opportunities for its students.

The school is pleasantly sited and well resourced. Staff, board members, and parents are very supportive of the work of the school.

Kaikohe East School has a number of sporting resources (swimming pool, playing fields, sealed court areas and two adventure playgrounds)

National Education Priorities

Kaikohe East School recognizes the government’s National Education Priorities:

The school integrates the National Educational Goals at governance and operational levels by giving them full consideration when planning school developments or school/class programmes.

Variance Report 2011

Focus: ReadingStrategic Aim: To create a community of learners with high academic achievement in literacy To create a community of Maori learners with high academic achievement in literacyAnnual Aim for 2011: To improve the percentage of Year 6 students reading at or above the National Standard To improve the percentage of Year 6 Maori students reading at or above the National StandardMeasurable Targets: Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age.

Baseline Data: (Beginning 2010) 20 (60%) of year 6 children were reading at or above their chronological age.

Measurable Targets: Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age

National Standard

After 2 years at school

End of year 4

End of year 6

Above National Standard

16%

32%

18%

At National Standard

13%

12%

47%

Below National Standard

71%

56%

35%

At the end of 2011, 65% of year 6 pupils were reading at or above their chronological age

The literacy team are aware that the 2011 literacy goals concentrated only on the reading level.

We are aware that the National Standard in reading comprises more than just a reading age. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6. A written language goal needs to be included in 2012.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

At the start of 2011 the school re-organised from being “syndicate” based to being curriculum based.

The philosophy behind the move was:

·A desire to remove senior and junior syndicates to create a whanau atmosphere where tuakana and teina would interact more.

·A desire to create school wide programmes more closely aligned with the pupils’ actual progressions than age-specific expectations.

·To create an opportunity for staff to follow their area of interest and/or expertise and thereby influence the whole school.

Three curriculum teams were created.

The Literacy team met fortnightly and minutes were circulated to all teaching staff as well as being posted on the server.

Meetings covered;

·Spending

·Integration of ICT

·Leading staff meetings and workshops on literacy matters

·Examination and analysis of data.

·Evaluation of resources including ICT.

·Beginning an inventory of resources we already have available and beginning to weed out unsuitable resources.

·Provide assistance with report writing.

·Report to BOT

The literacy team were happy with the structure of Curriculum Teams and felt they were making a bigger contribution to the whole school.

The structure will remain for at least 2012 and we will analyse our contribution early in 2011 so we can improve.

·Referring to The Literacy Learning progressions to effect programmes.

·Utilizing other resources such as Effective Literacy Practise

·Developing school based curriculum in line with the NZC

·Attending and organising relevant pd.

Three teachers attended a two day course by Sheena Cameron at Kohukohu.

While the cluster no longer exists, the school continued to encourage the use of formative practice and analysis of data.

The KPal programme was discontinued when funding from the ministry ceased.

Sharing good practice as a school, visiting other schools/classes to observe Literacy programmes.

We had a staff meeting after each walkthrough where teachers shared an aspect of their programme that was identified as being good teaching practice.

Staff will be encourage to use either CRT or literacy relief time to visit other classes within our school or schools within our area. We might need to rely on agencies such as TEAM Solutions to point us in the right direction.

We began to plan PD for 2012 to clarify expectations, moderate OTJs and settle on reporting procedures.

We met with Ministry representatives but it was almost the end of the year.

One TOD with Bev Shepherd was held before school started and three more are planned for the year.

RTLit, Reading Recovery tutor expertise and support will be sourced as appropriate.

9 pupils were referred to RTLit in term 4

Our RTLit was on leave for 2011 and the reliever was only available for part of the year.

The Literacy Team leader will refer selected pupils to the RTLit.

The Reading Recovery Tutor will be invited to help with selected pupils in thye junior classes.

Planning for 2012

·The literacy team are aware that the 2011 literacy goals concentrated only on reading and that a written language goal needs to be included in the 2012 Goals.

Focus: NumeracyStrategic Aim: To create a community of learners with high academic achievement in numeracy To create a community of Maori learners with high academic achievement in numeracyAnnual Aim for 2011: To improve the percentage of Year 6 students working at Stage 5 or above in place value. (stage 5 equates to the national standard for year 6 maths)Targets: Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or aboveBaseline Data: (Beginning 2010) 8 children(19%) were at Stage 5 EA and 34 children were at Stage 4 or below (81%)

Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above

National Standards for…

End of 2 years at school

End of year 4

End of year 6

Above National Standard

3%

0%

0%

At National Standard

16%

49%

90%

Below National Standard

81%

51%

10%

At the end of year 6 all non_ORRS pupils were at stage 5 or above in place value.

We are aware that the 2011 numeracy goals concentrated only on the pupils’ understanding of place value.

We are aware that the National Standard in maths comprises more than just one aspect of one strand. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6 and include other aspects of numeracy, strategies and the other strands of measurement, statistics, geometry.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

Refining and continuing to use resources to support Numeracy programmes and development.

Refining and reviewing school based curriculum.

The numeracy teams met fortnightly. Minutes are kept on the server Their task was to:

·Collect and analyse data

·Purchase resources within the budget

·Organise PD

·Report to the BOT

·Act as mentors and advisors when it comes to maths.

The numeracy team met most fortnights.

Relevant PD was not always easy to find.

Use of BSM will be revised.

Continue to seek, develop and provide relevant pd opportunities for all staff.

Continue to refine and review 2010 pd.

ICT Action Plans will focus on Literacy and Numeracy

PD was provided to staff at staff meetings.

Numeracy leaders attended numeracy cluster meetings held during the year.

ICT was incorporated into the maths programmes in nearly every class

Some classes had technical problems in accessing ICT

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

An informal district maths cluster is starting up to review resources and trends. Our school will be a part of this cluster.

Continue to seek, develop and provide relevant property and resourcing.

Continue to refine and review 2010 property and resources

·Basic maths equipment such as rulers and counters were replaced or upgraded

$4000 has been budgeted for 2012 to provide resources to enhance the learning of maths.

Planning for 2012

·While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

·In the last two years we have concentrated our data collection on the understanding of place value. National Standards expect (and we agree) that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.

Annual Goals 2012

Kaikohe East School Goals for 2012

Focus: Reading

Strategic Aim: To create a community of learners with high academic achievement in literacy

To create a community of Maori learners with high academic achievement in literacy

Annual Aim for 2012: To raise the percentage of Year 6 pupils reading at or above the National Standard

To raise the percentage of Year 6 Maori pupils reading at or above National Standard

Rationale: 2011 results showed that our children are often slow to make early progress in reading but most (65%) are achieving by the end of year 6. If we could accelerate their progress earlier than year 4 or 5 we should be closer to achieving our aim of creating a community of learners with high academic achievement in literacy.

Measurable Targets: To increase the percentages of pupils reading at or above the National Standard to

·For year 2, from 29% in February(17 pupils) to 50% at the end of the year (29 pupils)

·For year 4, from 44% in February (19 pupils) to 60% at the end of the year (23 pupils)

·For year 6, from 65% in February (20 pupils) to 75% at the end of the year (24 pupils)

Actions (what we will do)

Outcomes (what we expect to happen)

The Reading Together Programme will be made available to whanau.

Whanau members will be actively involved at home with pupils’ reading.

Reading will no longer be seen as purely an “at school” activity.

Release a teacher to work alongside the classroom teacher with groups of pupils identified as being in need of accelerated learning

At least 24 pupils will get extra help, in class, for three sessions a week.

Encourage teachers of identified pupils to make use of selected on-line programmes such as Reading Egg.

Each reading group will be able to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their reading.

·Community members (parents, grandparents etc) to be invited in on a daily basis to read with children in the classroom setting. Investigate restarting PPP/HPP

·Teach senior pupils the skills of buddy reading and set up a timetable.

Children will have more practice, reinforcement and exposure to text.

Refer at least 12 of the pupils to RTLit

Refer pupils to RTLB, SLT etc as appropriate

Pupils will have accelerated progress of 2 years during 2012.

Teachers to visit and observe teachers in other schools or classes in KES using their CRT

Walkthroughs by senior staff will show that:

·Teacher pedagogy will improve

·Reading lessons will be enhanced.

The Literacy Team will seek out experts such as Vera to walk through and model reading lessons.

The Literacy Team will go on walkthroughs. These will involve reporting back to the class teachers and:

·Will ensure reading is taught daily and uses appropriate resources.

·Highlight teachers who have excellent pedagogy and techniques that can be shared.

·Highlight where and who to target PD.

·Shared reading, guided reading and independent reading will all be part of the programme

·Comprehension strategies will be covered

·The level, activities and teaching topics will be derived from reliable assessment.

·Reading will be interesting and relevant to the child.

·An overall picture of how well we teach reading at Kaikohe East School will emerge.

·Relevant PD for teachers who most need it will be sourced

·TEAM Solutions or other agencies might need to be employed to carry out some of the PD

·Teaching strategies will be shared.

·Teacher driven workshops will be held after school covering specific skills. Walkthroughs and staff requests will dictate the topics covered.

Following the walkthroughs, the literacy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·Progressions and sequencing of skills and knowledge

·Assessment tools and their use.

·Exemplars of a quality lesson.

·Short and long term planning

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·Reporting to parents

·Reporting to the BOT, the MoE and the community

·Identifying next steps

Focus: Numeracy

Strategic Aim: To create a community of learners with high academic achievement in numeracy

To create a community of Maori learners with high academic achievement in numeracy

Annual Aim for 2012: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

·Presently the percentages of pupils who are assessed at achieving at or above the National Standard in maths are 19% for year 2, 49% for year 4 and 90% for year 6.

·2011 results show that while most of our pupils have little or no understanding of maths when they first start school, they catch up in the middle years.While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

·In previous years we have concentrated our data collection on the understanding of place value. National Standards expect that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.

Measurable Targets: Move some of our pupils from “at” to “above” the “above National Standards” category.

·For Year 2 from one pupil in February to 10% at the end of the year (approx. 6 pupils)

·For Year 4 from no pupils in February to 15% at the end of the year (approx. 6 pupils)

·For Year 6 from no pupils in February to 20% at the end of the year (approx. 6 pupils)

Actions (what we will do)

Outcomes (what we expect to happen)

Revision of PD covered in the Numeracy Project.

Teachers will become familiar again with the booklets

The use of BSM will be revised

Teachers will be familiar with the resources available in BSM and how they fit into the school programme.

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

·Be more aware of the sequence and progression of skills and knowledge to be taught. (including maths language)

·Walkthroughs and staff requests will dictate the topics covered.

Walkthroughs

·will ensure numeracy is taught daily and uses materials.

·Ensure non-number strands are incorporated into each class’s programme.

·An overall picture of how well we teach numeracy at Kaikohe East School will emerge.

·Relevant PD for teachers who most need it will be sourced

·Karen Major and/or Diane Ogle could be booked to work with teachers.

Following the walkthroughs, the numeracy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·Progressions and sequencing of skills and knowledge

·Coverage of the strands

·Assessment tools

·Development of maths language

·Short and long term planning

The inquiry approach will be integrated into the maths programme.

We will encourage communication with local pre-schools to improve transition.

Transition from pre-school to our school will be smoother.

Assessment tools will be sought that better improve teacher practice.

Classroom activities will be based on pupils’ next steps derived from reliable formative assessment.

Better use will be made of the information gained through the place value test (either Karen’s or IKAN) and GLOSS

An inventory of quality websites, CDs and activities will be made available classified by the concept covered.

Each pupil will have the opportunity to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their maths.

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·Reporting to parents

·Reporting to the BOT, the MoE and the community

Identifying next steps

Focus: Written Language

Strategic Aim: To create a community of learners with high academic achievement in writing.

To create a community of Maori learners with high academic achievement in writing.

Annual Aim for 2012: To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale: 2011 results showed that we need to concentrate our literacy efforts on written language. Very few of our pupils are achieving at or above the national standard for writing and this will need to be an area for our staff to focus on in 2012. Presently the percentages of pupils who are writing at or above the National Standard are 18% for year 2, 3% for year 4 and 19% for year 6.

Measurable Target. To increase the percentage of pupils writing at or above the National Standard:

Writing goal for 2012. To increase the number of pupils writing at or above the National Standard

·For year 2, from 27% in February (12 pupils) at the start of 2012 to 48% (24 pupils) at the end of 2012

·For year 4, from 43% in February (18 pupils) at the start of 2012 to 60% (24 pupils) at the end of 2012

·For year 6, from 36% in February 10 pupils) at the start of 2012 to 70% (20 pupils) at the end of 2012

Actions (what we will do)

Outcomes (what we expect to happen)

Analysis of data:

-Use the national standards/literacy progressions to identify where our children are and where they should be

-Make templates for marking writing samples against national standards

-asTTle

-Exemplars

-Writing samples

-Moderation

Teaching will be informed by data.

Walk throughs by senior staff

-Opportunities to walk through each other’s classrooms

-Host meetings in different rooms

Strengths and weakness of teachers will identified and PD will be targeted to areas of most need.

-Analyse the national standards expectations and identify the steps to reach those standards

-Have national standards blown up and displayed in class to refer to

OTJs will reflect the writing progressions and be consistent across the school

Organise a hui with our families to share writing goals, national standards and literacy progressions

The community will be able to better interpret the school wide and individual reports

Cover different text formats such as poetry, recounts etc

Focus: Attendance

Strategic Aim:To create a community of Maori pupils fully engaged in education.

Annual Aim for 2012: To improve the percentage of pupils attending school.

Rationale:

·There is a direct relationship between attendance and achievement.

·Our 2011 figures showed we had an absence rate of over 17%. This means that on a normal day we have 39 pupils absent. The Ministry, however, had a much lower figure of 72%. We think this came from inaccurate roll marking.

MeasurableTarget. To finish 2012 with a whole-school attendance rate of 85% or better.

Actions (what we will do)

Outcomes (what we expect to happen)

Ensure the electronic attendance registers are marked with 100% regularity by

·Having someone check on e.tap each morning and afternoon and send a reminder if the roll is not marked.

·Ensure rolls are marked when relievers are employed.

·Organise a system to cover trips, camps etc

100% accuracy in electronic roll marking.

More interesting programmes

·Advertise events such as: Breakfast in schools, lunchtime sports programmes and music club.

·Share the exciting things that are happening in classrooms via the school newsletter and on the school website.

Children will attend school more often because they are aware of programmes being offered

Whanau will be kept informed of these programmes and volunteer to come and help

Whanau feeling welcome and becoming involved

·Letting whanau know about justified and unjustified reasons for not attending school

·Provide food, raincoats and shoes for whanau

·Provide a warm comfortable school environment

Children will come to school in the wet, the cold and when they are hungry

By 10 every morning the administration officer will phone whanau of children who are away.

Principal to follow up recidivist whanau and utilise Social Worker in Schools if appropriate

Whanau who have a history of poor attendance will start sending their children to school

Whanau will feel supported by the SWIS

The system of awarding purple cards each week to pupils who have attended every day will continue. 6 pupils have their cards drawn from the box at assembly and receive a Duffy book.

Children with 99-100% attendance over a term will be acknowledged through the end of term assembly and the school newsletter.

Pupils who attend regularly will be acknowledged and held up as role models.

Operational Plan 2012

Strategic Area: Health and Safety

Property

Action Required

Who/When/Cost

Review

Employ a new Property Consultant via Gets

Begin new 5 year plan and CM Plan

Meet with Brent Stephen (MOE)

Principal/BOT

Complete Projects as specified in 5ya

·Rooms 1,2,5,6 upgrade

·Reroof R3/4 toilets, R13

·Upgrade distribution boards

Projects to be tendered, relevant documentation completed.

Contractors identified and works completed

Property Consultant/Brent Stephen/Principal

$230k approx.

Completion will be determined once tenders confirmed

Maintenance and development of Physical Environment:

·School gardens

·Sandpit

·Seating outside rooms

Staff member with school garden responsibility work with garden group weekly in Term 1

Classes care for their garden areas

Projects tendered and appropriate contractor employed to commence work

All Staff

Caretaker

See Budget 2012

School Garden hours – End of Term 1

Provide a safe physical and emotional environment for children and staff

Provide learning programmes that incorporate these aspects

Newsletters and upon enrolment discuss with families how we provide a safe physical and emotional place

Principal

Staff

Students

Ensure all Health and Safety legislation, policy and procedures are in place

Monitor systems and review policy and procedures in this area as stated in Policy review cycle.

Principal

Caretaker

BOT

Minimize the potential for accident/injury by having sound procedures in the event of potential risk

On line hazard register that is regularly checked and actioned

Fire drill once every term

Principal

Caretaker

BOT

As required

Provide for the protection of children when using classroom computers

Whanau sign internet use agreement upon enrolment

Install and upgrade appropriate anti-virus/fire wall software

Principal

Teacher in charge of ICT

$600

Strategic Area: Health and Safety

Pupils

Action Required

Who/When/Cost

Review

Year 6 Transition programme to Kaikohe Intermediate

Plan and implement programme as discussed and directed by Principal at Kaikohe Intermediate

Principals: East, West, Intermediate, Northland College

At Principal Meetings

Education Outside the Classroom

Complete Health and Safety Rams form as appropriate from the school website and forward to the school Principal with trip organisation

Principal to advise BOT Chairperson

All trips to be advertised at least twice in the school newsletter

Overnight trips include a detailed letter and additional approval from whanau

Principal/Staff and BOT Chair

Pupil physical and emotional well-being catered for

Teachers in classrooms and on duty tending to issues brought to their attention

All matters followed up and shared with Principal as appropriate

See School website for Health and Safety procedures

All staff

BOT

Electronic Attendance Register implementation

Daily attendance tracked using etap

Absences followed up daily by Administration Officer

Children who are late report to the office and are marked as such

All staff

Health Promoting Schools

Revise relevant documentation on website by Teacher in charge of HPS

Begin Breakfast Club

Lunch menu reflects and encourages healthy eating

First 10 minutes of lunch is monitored by teachers

HPS Teacher in charge

All staff

Pupils

Internet use and EOTC permission

Included upon enrolment and discussed with whanau

Principal

Strategic Area: Curriculum

Action Required

Who/When/Cost

Review

Develop, recraft and implement Kaikohe East Schools Curriculum

Develop and evolve curriculum plans as on website

Curriculum teams share and develop best practise models

Senior Management

Curriculum Teams

Implement ICT as per Cluster Contract

ICT focus goals shared and developed with Facilitator

ICT Lead Teacher to continue

Commitment to ICT Cluster goals and plans

All staff

ICT Cluster and facilitator

$1600 x2 milestones

$2500 Principals Trans-Tasman Conference September 2012

Identify School wide priorities and learning

Annual Goals shared with staff and the community

Specific Strategic Plan developed for Literacy and Numeracy

Senior Management

Deputy Principal – responsible for school wide Assessment

Reporting to Parents

Teachers to complete two written reports per year indicating children’s levels in relation to the National Standards

After 1/2/3 years at school the teacher of the current time to create report on child’s birthday, contact whanau to meet and discuss report

Set date in Terms 2 and 4 for other Year Levels

Whanau Hui for all early Term 1

Teachers to meet with whanau or contact whanau as and when required

Whanau aware that all teachers are available to discuss reports/progress of their child/ren

All Teaching staff

Senior Management

Develop overarching vision/philosophy re Bilingual Maori classes

Hui with whanau staff/tamariki

Collate survey responses from whanau

Hui with whanau

Formulate document to reflect responses and aspirations

Principal

Staff of Whanau classes and whanau members

Using Electronic Attendance Register through etap to monitor school wide attendance

All staff to use etap to track daily attendance to create school wide attendance and trends

Monitor class trends

Review planning requirements and expectation s

Review current practice and adjust accordingly or as required

Articulate expectations on a term by term basis (Holiday Call back days)

Senior Management Team view planning on a fortnightly basis and provide feedback as appropriate